Some U.S. Schools Help Immigrant and Refugee Students Find Foothold

PBS Newshour is airing a two part series on English-language learners and refugee students, shedding some light on the realities that refugee children face as they integrate into America's school systems.

Portland Dual-Language-Immersion Students Outperform Peers in Reading

A four-year study finds English-learners and native English speakers in Portland, Ore., alike improved significantly in bilingual schools.

Study Offers Snapshot of Global English-Language-Learner Trends

An annual report card from a private language-instruction company ranks the English language skills of adults in 70 countries.

ELL Programs Often Focus on Basic Skills, Not Higher-Order Thinking, Study Finds

A focus on students' deficits can lead to unequal access to meaningful content, two new reports argue.

CCSSO Offers Guidance on Reclassification of English-Language Learners

Determining when to exit students from language-learner status is a "high-stakes" decision, the authors of a new report say.

Feds Award $2.5 Million to Tribes' Education Programs

Federal leaders announced the grants, awarded to eight federally recognized tribes, during the seventh annual White House Tribal Nations Conference.

Reports Spotlight Dual-Language-Learner Programs in D.C., Oregon, Texas

The New American Foundation's Dual Language Learners Work Group takes a look at efforts in three cities to support the development of young dual-language learners.

Prior Education Determines How Refugee ELLs Adjust to U.S. Schools

A new analysis from the Migration Policy Institute examines the role that prior education experiences play in refugee students' adjustment to K-12 schools.

Teachers Should Adapt to Culture of Newcomer ELLs, Researchers Argue

The Migration Policy Institute report painted a picture of teachers and their students with limited or no formal education struggling to bridge cultural and language gaps.

Pre-K Literacy Key to English-Language Learner Reclassification, Study Finds

Analysis shows that students who don't achieve English-proficiency by the time they reach upper elementary are less likely to ever do so

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